Examining the lived experience of bullying: a review of the literature from an Australian perspective

Mitchell, Donna Mathewson; Borg, Tracey

doi:10.1080/02643944.2012.747554

Cited by 8 publications

(9 citation statements)

References 37 publications

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“…Dominant definitions of bullying individualise the interaction, where an individual 'bad' student, the bully, targets a 'victim' (Mitchell and Borg 2013;Ringrose and Renold 2010;Walton 2005), meaning that solutions can be focused on just resolving individual cases. It is important that we also explore strategies for working with students in broader and more collaborative ways (Keddie 2004).…”

Section: Resultsmentioning

confidence: 99%

“…These understandings and approaches are maintained by modernist, individualistic constructions of the self (Hepburn 1997), where an individual 'bad' student, the bully, targets a 'victim' (Bansel et al 2009;Mitchell and Borg 2013;Ringrose and Renold 2010;Walton 2005). These approaches focus on the behaviour and psychology of individuals, and whilst this approach may offer a simple and easily applied conceptual tool, 'we run the risk of impeding nuanced and sensitive analyses of everyday life' (Søndergaard 2012, 365).…”

Section: Introductionmentioning

confidence: 99%

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The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

Dytham

2018

British Journal of Sociology of Education

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To cite this article: Siobhan Dytham (2018) The construction and maintenance of exclusion, control and dominance through students' social sitting practices, British Journal of Sociology of Education, 39:7, 1045-1059, DOI: 10.1080/01425692.2018 The construction and maintenance of exclusion, control and dominance through students' social sitting practices Siobhan Dytham centre for Education studies, university of Warwick, coventry, uK ABSTRACT This article highlights the interactional work involved in relational aggression, and how rules and norms around sitting are used by students to achieve exclusion and dominance. This research took place in an English secondary school which educates pupils from Year 7 to sixth form (ages 11-18). Drawing on observation, walkand-talk and group discussion data with Year 9 students (age 13-14), this research highlights how the girls developed shared rules and norms around sitting which, while seemingly reasonable and applied equally to all, are seen to facilitate and legitimise exclusion and relational aggression. Girls from different social groups collaboratively constructed and participated in a system of rules which were then utilised for dominance and exclusion by regulating where, when and how girls sat. Sitting is seen to be an important marker of ownership, both of people and places, as well as a group management tool within student social groups.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

Dytham

2018

British Journal of Sociology of Education

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“…Bullying discourses in PK-12 schools are mired in rhetoric of "common sense" and "fairness" that rely on the authority and judgment of the administration (Walton, 2005a). Mitchell and Borg (2013) argue that a more ecological perspective of bullying is needed to avoid the "assumed nature of truth embedded in many of the terms and concepts surrounding discussions of bullying" (p. 146). "What is best" for students is defined in terms of "normalcy," and the media reinforces "what is best" for schools and students also through notions of "common sense" and "traditional values" (Mills & Keddie, 2010).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Reductionist ways of defining notions around bullying make it easy for schools to locate the blame among individuals and focus on specific behaviors (Walton, 2005a). Individualizing the problem removes the focus from how bullying plays out on systematic and institutional levels and the ways bullying is socially and culturally constructed (Mitchell & Borg, 2013). Mitchell and Borg (2013) include Jacobson's (2010) argument that bullying is a "narration of the cultures within which it exists, mirroring the dividing practices of schools and the hierarchies that exist within schools" (p. 149).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…(p. 27) These differences are further complicated when some working class and low-income families mistrust institutional authority (Lareau, 1989) because of their negative experiences with them. Mitchell and Borg (2013) in their comprehensive international review of the literature on bullying problematize definitions of bullying because the meanings around bullying as understood cross-culturally and inter-culturally are different. Nevertheless, perceptions as defined by the dominating, white-middle class inform policies around bullying for all students.…”

Section: Significance Of the Studymentioning

confidence: 99%

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Colorblind Policies And The Discourses That Uphold Them: The Social Construction Of Bullying

O'Brien¹

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Towards a culturally situated understanding of bullying: viewing young people’s talk about peer relationships through the lens of consent

Milnes

Turner-Moore

Gough

2021

Journal of Youth Studies

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Bullying has typically been defined and studied separately from other forms of gender-and sexuality-related harassment and violence such as dating and relationship violence and sexual harassment, arguably obscuring the complex interrelations between these phenomena. This article is based on an EU-funded project which explored young people's understandings and experiences of sexual bullying (bullying related to gender and/or sexuality). Data collected via 41 focus groups with young men and women (N = 253) aged 13-18 across five European countries (Bulgaria, England, Italy, Latvia, Slovenia) were analysed using thematic analysis. Participants highlighted intersections between bullying, dating and relationship violence and sexual harassment. They also drew upon notions of consent to determine whether and when certain actions constituted bullying. We argue that applying this lens of consent to young people's peer relationships illuminates the extent to which bullying (like other forms of gender-and sexuality-related harassment and violence) is culturally situated and embedded within hierarchical gendered power relations. We therefore advocate that Relationships and Sex Education (RSE) and anti-bullying initiatives treat consent as a 'common thread' in discussing and challenging a range of gender-and sexuality-related forms of bullying and harassment within peer relationships.

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Examining the lived experience of bullying: a review of the literature from an Australian perspective

Cited by 8 publications

References 37 publications

The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

Colorblind Policies And The Discourses That Uphold Them: The Social Construction Of Bullying

Towards a culturally situated understanding of bullying: viewing young people’s talk about peer relationships through the lens of consent

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